Errors (Errata)

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Errors (Errata)

The following errors were found after the dissertation was published and were submitted June 8, 2020 by Reed T. Curtis.

1. Pg. 11, second paragraph, fourth sentence should read:

“Fourth, I conclude the dissertation by…”

2. Pg. 14, footnote 1, third sentence should read: “…and run the files each individually through the translation software.”

3. Pg. 19, first paragraph, fourth sentence should read: “In the case of Swedish individualism, Heinö finds…”

4. Pg. 23, first paragraph, first sentence includes the wrong figure number. It should read: “as seen in Figure 2” not figure 7.

5. Pg. 26, first paragraph, fifth sentence should read: “…the Swe- dish social democratic inspired welfare model.”

6. Pg. 32, third paragraph, third sentence should read: “The au- tonomy Swedish children and youth are given…”

7. Pg. 33, second paragraph, fourth sentence should read: “…re- sponsible orphan making her way through the world without direct support from family or the state…”

8. Pg. 42, second paragraph, first sentence should read: “…statist individualism has been criticized by many researchers…”

9. Pg. 59, second paragraph, the last two sentences were included in error, they were from earlier notes and were supposed to re- viewed and edited. Upon review, I mistakenly left these sen- tences unedited. I have reviewed Åstrand (2016) and he did not address a decrease in number of hours students receive teacher-led instruction or related marketing. He focused in- stead on how the teacher to student ratio has decreased since the 1990s reforms (meaning more students are now assigned per teacher). I believe this was an error on my part related to getting his work mixed up with that of others within my notes.

Therefore, the last two lines in that paragraph should be re-

moved and unattributed to Åstrand (2016).

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10. Pg. 60, third paragraph, second sentence should read: “This performative re-regulation starting in 2011 is governing schools…”

11. Pg. 64, footnote number 23 should read “…parents in Sweden do not have the right to homeschool…”

12. Pg. 67, fourth paragraph, second sentence should read: “…the choices young students make largely shapes the route they must take to enter higher education.”

13. Pg. 71, fourth paragraph, second sentence should read: “Only those who complete a higher education preparatory pro- gram…”

14. Pg. 75, first paragraph, second sentence should read: “In a 2015 letter to the government…”

15. Pg. 76, number 2 in the second parentheses it should read:

“…but with careful selection of school and coursework may allow him to become…”

16. Pg. 87, first paragraph, third sentence should read: “Tradition- ally, two factors have been the focus of Swedish widening par- ticipation…”

17. Pg. 92, Figure 17 within the “dynamic” graphic, it should read:

“trajectories accumulate over the lifetime and emerge from a multitude of formal and informal…”

18. Pg. 100, second paragraph, third sentence should read: “…an educational trajectory involves a multitude of transitions de- pending on the individual’s life course…”

19. Pg. 107, second paragraph, sixth sentence should read:

“…which played a role in their inability to successfully form a prospective career identity…”

20. Pg. 111, third paragraph, fourth sentence should read: “They felt they already are respectable within society…”

21. Pg. 124, second paragraph, second sentence includes an error.

Self-efficacy should not be included in this list. It is included by mistake in parentheses next to behavioral factor. It is not a behavioral factor and instead is a personal factor. It should read: “behavioral factors (skills, practices, and actions).”

22. Pg. 130, fourth paragraph, second sentence should read:

“…and behavioral factors (skills, practices, and actions) …”

Self-efficacy should not be included in this list. It is included

by mistake in parentheses next to behavioral factors. It is not a

behavioral factor and instead is a personal factor.

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23. Pg. 158, fourth paragraph, fourth sentence should read: “…and theory to abductively develop a new theory.”

24. Pg. 196, fourth paragraph, second sentence should read: “This determination may also be considered a strategy…”

25. Pg. 238, third paragraph, third sentence should read: “…both being encouraged to move away from further education pur- suits…”

26. Pg. 241, second paragraph: the previous research here refers to autonomous individualism in general and was not specific to autonomous individualism within a market.

27. Pg. 246, third paragraph, third sentence should read “Daun (2016) goes on to suggest…”

28. Pg. 250, first paragraph, third sentence should read: “…often go up against these collective beliefs in which they are associ- ated through interactive group membership.”

29. Pg. 251: third paragraph, third sentence should read: “Students in this study detail how they often had to rely on their self-effi- cacy beliefs to counteract collective family beliefs as well as a variety of cultural aspects.”

30. Pg. 254, second paragraph, second sentence should read:

“Most students in this study describe themselves as being strong autonomous youth/individuals, but ones who are una- ble to make autonomous choices due to their abilities.”

31. Pg. 271, subtitle for 8.6.4.6. should read “Introduction to uni- versity learning course”

32. Pg. 277, second paragraph, the last sentence should read:

“This, too, points to a need for a new concept.”

33. Pg. 279, first paragraph, last sentence should read: “This left them frustrated with the system and those who are a part of it (career guidance practitioners for example) who drive mislead- ing narratives of free choice.”

34. Pg. 280, first paragraph, fifth sentence should read: “…stu- dents in this study encounter nor the current Swedish welfare system.”

35. Pg. 294, number 5 in the list should read: “…reflects elements of both self and collective efficacy beliefs…

36. Pg. 296, first paragraph, last sentence should read: “The per-

ceived punishment resembles a common one for children in

which they must take a “time-out” from participating to sul-

lenly reflect on their individual behaviors and actions.”

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37. Pg. 296, third paragraph, first sentence should read: “…univer- sity learning course has played…”

38. Pg. 296, third paragraph, second sentence should read: “…en- couraging to support the students…”

39. Pg. 297, first paragraph, first sentence should read: “…and those of the collectives to which students belong (in this case family) interact and shape each other.”

40. Pg. 300, second paragraph, third sentence should read: “…I have spent time reflecting on how this may or may not en- hance and/or limit my research.”

41. Pg. 332, citation for Larsson (2019) should read:

Larsson, E. (2019). Innerstadsgymnasierna: En studie av tre elitpräg- lade gymnasieskolor i Stockholm och deras positionering på ut- bildningsmarknaden – [The inner city schools: A study concer- ning upper secondary elite schools in Stockholm, positioning and educational mark] (Doctoral dissertation), Stockholm University.

42. Pg. 333, citation for Cras (2017) should read:

Cras, P. (2017). Landsbygdssamhällets medborgarskap: En studie av

organisering av service och infrastruktur i gränslandet mellan

det ideella, kommersiella och politiska [Rural citizenship: A

study of organizing services and infrastructure in the borderland

between non-profit, commercial and political] (Doctoral disserta-

tion), Uppsala University.